Vol. 38 No. 2 (2012)

View Vol. 38 No. 2 (2012)
Published: 2012-06-01

Editorial

  • Editorial

    Lúcia Bruno
    279-285
    DOI: https://doi.org/10.1590/S1517-97022012000200001

Articles

  • The classroom was my world: the teaching career in São Paulo (1920-1950)

    Wiara Rosa Rios Alcântara
    289-305
    DOI: https://doi.org/10.1590/S1517-97022012000200002

  • The transition process towards a critical-phenomenological consciousness of the teaching profession

    Marcela Gaete Vergara, Abelardo Castro Hidalgo
    308-322
    DOI: https://doi.org/10.1590/S1517-97022012000200003

  • The triangle of teacher education: its players and configurations

    Flavia Medeiros Sarti
    323-338
    DOI: https://doi.org/10.1590/S1517-97022012000200004

  • Teachers' pay in Brazil: an outlook from the Annual List of Social Information (RAIS)

    Maria Dilnéia Espíndola Fernandes, Andrea Barbosa Gouveia, Élcio Gustavo Benini
    339-356
    DOI: https://doi.org/10.1590/S1517-97022012000200005

  • Occupational stress and the change to the Portuguese Statute of the Teaching Career

    A. Rui Gomes, Ana Peixoto, Rute Pacheco, Maria Silva
    357-372
    DOI: https://doi.org/10.1590/S1517-97022012005000008

  • Three generations of assessments of basic education in Brazil: interfaces with the curriculum in/of the school

    Alicia Bonamino, Sandra Zákia Sousa
    373-388
    DOI: https://doi.org/10.1590/S1517-97022012005000006

  • Teacher of higher education: the view from the narratives of graduate students in Chemistry

    Ana Luiza de Quadros, Dayse Carvalho da Silva, Fernando César Silva, Gilson de Freitas Silva, Sheila Rodrigues Oliveira, Frank Pereira de Andrade, Juliana Cristina Tristão, Leandro José Santos, Helga Gabriela Aleme
    389-402
    DOI: https://doi.org/10.1590/S1517-97022012000200008

  • Teaching through problems: an approach to student development

    Raquel Aparecida Marra da Madeira Freitas
    403-418
    DOI: https://doi.org/10.1590/S1517-97022011005000011

  • Dialogue, agency and experiential learning in international camps

    Claudio Baraldi
    419-436
    DOI: https://doi.org/10.1590/S1517-97022011005000006

  • Education outdoors through adventure: learning moral values in nature expeditions

    Flavio Theodor Kunreuther, Osvaldo Luiz Ferraz
    437-454
    DOI: https://doi.org/10.1590/S1517-97022012005000007

  • Moral education: the learning and teaching of justice in school

    Adriana Müller, Heloisa Moulin de Alencar
    453-468
    DOI: https://doi.org/10.1590/S1517-97022012000200012

  • Agroecology, sustainable consumption and collective learning in Brazil

    Fernando Passos dos Santos, Leila Chalub-Martins
    469-484
    DOI: https://doi.org/10.1590/S1517-97022011005000008

  • Noemy Rudolfer and the organization of school and of the world of labor in the 1920s/1930s

    José Damiro de Moraes
    485-497
    DOI: https://doi.org/10.1590/S1517-97022012000200014

  • Automatic promotion in the 1950s: the pioneering experiment of the Experimental School of Lapa (Sao Paulo)

    Lygia S. Viégas, Marilene P. R. Souza
    499-514
    DOI: https://doi.org/10.1590/S1517-97022012000200015

  • A school for rural people: popular culture, peasants and the basic education movement (1960-1964)

    Claudia Moraes de Souza
    515-529
    DOI: https://doi.org/10.1590/S1517-97022011005000007